1- Show BMW photo on board. 2- Ask them to give me any information they know about it. 3- Draw a circle on board asking them to give as many adjective as they can describing the BMW 4- Help them with questions if needed.

1- Use the projector to present some pictures of the new vocabulary they may find in the context. 2- mosquito - Earth - Mars - popular - adult - common 3- Elicit the meaning using questions modeled to their language. 4- Drill the words to make sure they got the correct pronunciation. 5- Stick the words flash card on board to show them the correct form.

1- Give students handouts for true /false sentences on page 88. 2- Ask them to read and and mark true or false. 3- Ask them to check in pairs. 4- Ask them to listen to the audio to check their answers. 5- Give feedback on projector.

1- Ask ss to look back at the sentences in the true false show handout and circle the adjectives and check their answers together. Give KISS feedback. 2- Ask them if they find them all similar or different. 3- Elicit the answers of the questions on page 89. a- What two letters do we put at the end of the short adjectives to compare? b- Why is hot different? c- What happens when an adjective ends with "y"? d- What word do we put in front on long adjectives? e- What's the missing word? China is bigger ............ Japan. 4- Prepare vowels chart to use clarifying doubling the last letter. 5- Use colored paper for ( more - er - than ) when forming the rule on board. 6- Drill the sentences to highlight the correct pronunciation.

1- Prepare A&B handouts. Each paper has two items to compare. 2- I demonstrate on board that there are two items. Asking them to find two adjectives to use for comparing. Elicit and make sure they got the idea that they will write four sentences. e.g... There is a Ferrari and a Ford. We can use ( fast ) & ( slow ) - ( cheap ) & ( expensive). Ferrari is faster than Ford. Ford is slower than Ferrari. Ferrari is more expensive than Ford. Ford is cheaper than Ferrari. 3- Give them time to write 4 sentences individually. 4- Monitoring to collect errors and help. 5- Ask them to make two groups A & B to check their answers together. 6- Feed back on board.

1- Prepare adjective cards. 2- Make four columns on board to group the adjectives together according to the rule. 3- Ask them to think about a comparison between their family members. 4- Demonstrate an example about myself and my family. 5- Give them time to prepare individually. 6- Ask them to walk around and speak with each other about the comparison they made. 7- Monitoring collecting errors to be delayed.